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By James D. MacDonald

Childrens with autism and their lifestyles companions - their mom and dad, households, friends and educators - who're now not at the autism spectrum can believe as if they dwell in separate, or even incompatible worlds. speaking companions, the results of over thirty years of scientific perform, examine instructing, deals an cutting edge method of operating with childrens with ASDs that specializes in constructing those relationships via mutual figuring out.

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Read or Download Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Developement PDF

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Additional resources for Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Developement

Sample text

Several other child development researchers had made a powerful case for the superiority of being responsive over being directive when the goal is communication (Donnellan et al. 1984; Duchan 1995; Koschanska 2001; Sigman and Capps 1997). The role of the professional: teacher or mentor? The traditional role of the professional is one of teacher, behavior manager, and general regulator who focuses on external curricula with which the child is to comply. Whether a teacher or therapist, the professional by and large works only with the child in a controlled situation that greatly limits spontaneous activity.

They share control in that each person is having positive effects on the other. 44 Communicating Partners What is the role of success and self-esteem? Traditional approaches define success according to criteria that are external to the child and in terms of what is expected at the same chronological age. Children learn that they make mistakes and are often not supported for subtle gains they make if they are not up to the normative criteria. Traditional approaches usually do not evaluate progress by the child’s feelings of competence and spontaneous motivation for learning.

Key Features and Contrasts with Traditional Approaches 47 CP provides for the professional a much more ecologically valid role in the sense that it views the professional as a valuable but not sufficient part of the child’s development. CP recognizes that learning is not limited to school; consequently the CP professional teaches children in ways they will generalize to daily life. Traditional approaches place impossible demands on teachers and therapists who are expected to do the bulk of the job of helping children socialize and communicate.

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